A Reflective Approach to Digital Technology Implementation in Language Teaching: Expanding Pedagogical Capacity by Rethinking Substitution, Augmentation, Modification, and Redefinition

Abstract

As the number of language instructors seeking to implement digital technologies in their teaching continues to grow, so does the need for direction with regard to making pedagogically sound decisions concerning digital tool use. One popular and useful guide for considering the educational potential of digital technologies has been Puentedura’s (2006) Substitution-Augmentation-Modification-Redefinition (SAMR) model, with its four levels of progressive technological integration. However, the degree of technological integration truly possible or even desirable for individual teachers in their given context depends on a number of complex, interrelated, largely non-technological factors, including implementation motives, pedagogical purview, educational philosophy, theory of learning, teaching style, and situational constraints. Generally unconscious, these factors often go ignored, leaving teachers susceptible to technological decisions that can lead them to lose their prescribed pedagogical focus or unwittingly contradict their core professional beliefs. After a brief, situated overview of the SAMR model, this article introduces and illustrates a five-stage SAMR-embedded reflective approach to systematically eliminating irrelevant, unacceptable, and unfeasible instructional uses of technology and, thereby, revealing potential for expanding pedagogical capacity in language teaching.
 À mesure que grandit le nombre de professeurs de langue qui cherchent à mettre les technologies numériques au service de leur enseignement, il devient plus important de savoir prendre des décisions pédagogiques judicieuses concernant le recours aux outils numériques. Populaire et utile avec ses quatre niveaux d’intégration progressive de la technologie, le modèle SAMR (Substitution, Augmentation, Modification, Redéfinition) de Puentedura (2006) a guidé maints utilisateurs intéressés par le potentiel éducatif des technologies numériques. Toutefois, le degré d’intégration technologique effectivement possible ou même désirable pour les professeurs individuels dans leur contexte particulier dépend de facteurs complexes, interdépendants et essentiellement non technologiques tels que les motifs invoqués en faveur du recours à la technologie, le ressort en matière de pédagogie, la philosophie éducative, la théorie de l’apprentissage, le style pédagogique et les contraintes situationnelles. Généralement inconscients, ces facteurs restent souvent ignorés, ce qui risque de confronter les professeurs à des décisions technologiques susceptibles de leur faire perdre la focalisation pédagogique qui leur a été prescrite ou de contredire involontairement leurs convictions professionnelles fondamentales. Après avoir brièvement replacé le modèle SAMR dans son contexte, le présent article introduit et illustre une approche réflective en cinq étapes intégrées au modèle SAMR qui est destinée à éliminer systématiquement les utilisations non pertinentes, inacceptables et irréalisables de la technologie, et ouvrant ainsi la perspective d’enrichir le potentiel pédagogique de l’enseignement des langues.

Development and Application of an Augmented Reality Oyster Learning System for Primary Marine Education

“…Using the ADDIE model, the AROLS was designed and developed to create additional effects to augment the traditional 2D picture book. After implementation and evaluation, the significant preversus post-test results proved that the AROLS not only achieved comparable effects to the 2D picture book approach, it also successfully achieved augmentation effects based on the SAMR model [6], thereby enhancing target learners' knowledge acquisition about oysters.…”

“…This study adopted the Substitution-Augmentation-Modification-Redefinition Model [6,7] as the framework to apply technology in the marine education curriculum at the target primary school (See Figure 1). Specifically, the Enhancement stage of the framework was realized by the AROLS.…”

“We are still putting out fires”: Considering educator intentionality in remote instruction during the COVID-19 pandemic

“…Therefore, as many educators continue to evolve in their online instructional repertoire, intentionality must be considered essential to enhancing online instruction. Lyddon ( 2019 ) suggests technology integration is determined by a variety of complex factors which are “generally unconscious” and are largely ignored (p. 186)—this seems especially true when the goal for many educators during emergency remote teaching was simply to “convert” preexisting lessons. Thus, it may be powerful to encourage educators to revisit their personal beliefs about teaching and learning and share their stories (Cardinal et al, 2021 )—with a goal of increased intentionality for improved remote instruction.…”

Dialogic Teaching Enhanced by SAMR model for Developing Prospective Teachers' Reflective Teaching Skills

“…Hence, it has become a necessity to prepare prospective teachers to acquire good command of applying technology in their teaching practices. It is no longer a question whether it is effective to apply technology in teaching practices, but how (Lyddon, 2019). It was reported by the UNESCO (2017) that there are approximately 264 million individuals (kids and adolescents) who cannot attend regular schools.…”

“…It relies on applying higher levels of technological tools to capture the attention and interest of PTs during teaching programs. Lyddon (2019) has indicated that SAMR model is characterized by its practical appeal, simplicity and modernized instructional techniques. In spite of the existence of some studies that dealt with the three variables of the research, very little if any empirical research exists on the relationship between dialogic teaching approach, SAMR model and reflective teaching skills.…”